Joseph A. Montagna
The flow experience is described by Csikszentmihalyi as existing in a special environment, a separate world, in which the consciousness feels as if it belongs to a larger system, acting in complete harmony with the goals of the activity. Enjoyable experiences come from clear challenges that require interaction within a set of rules that guide one’s psychic energy. The flow experience provides clear goals and feedback and causes one to lose self-consciousness. A sense of exhilaration and a “natural high” are the feelings one gets from the flow experience.
Flow experiences produce enjoyment for the individual, adolescent or adult. Unfortunately, for most adolescents enjoyment is produced nearly always from leisure activities. The Chicago study surveyed adolescents, seeking information on what produces flow for them. Most of their responses were about activities from the leisure group. There were, however, several responses that included some classes at school. It would seem that the teacher and other classmates helped to create the flow experience as much as the nature of the subject.
Why is it that many people have flow experiences outside of leisure activities, i.e. work setting, school,etc? The answer lies in the skills that the individual possesses and the challenges presented by the activity. If an activity is not challenging enough to meet the skills of the individual, boredom results. When an activity presents challenges that far exceed the skill one possesses, the result is frustration and anxiety. Only a match between skill and challenge can produce the flow experience. The challenge of the activity must exceed the skill by a margin that is attainable by the individual. A good example is that of a youngster who plays the piano. If he is left to practice the basics that were mastered long ago, he will become bored. No one enjoys having to practice something that has clearly been shown to be mastered. On the other hand, if this youngster is presented with a classical piece that is far beyond his skill level, then he will become frustrated. As new skills are mastered by the youngster new challenges must be presented that promote further growth in his ability to play the piano. Growth occurs as a result of mastering new skills, paving the way the introduction of skills that are of a greater complexity, and so on.
The implications of the flow experience for teaching should be clear. The teacher should be aware of the skills levels of each of his pupils, and at the same time continue to challenge each one of them. This is no easy task for a teacher of 125 students each day, yet it is not impossible. If we can provide enough flow experiences early in their school careers, our students may derive enough enjoyment from learning to help them through the later years.
